IDIS G103 SyllabusPage 1
Patrick J. Ashton, Ph.D.Spring 2011
#24143 TR 3:00 – 4:15 pm NF B42
This course is an interdisciplinary social science course designed to explore human behavior in a social context. We will see that culture and society are inevitable consequences of the social and symbolic nature of human nature. An additional implication of our social nature is our need to live in community, to have a sense of belongingness. The definition of community, its components, dynamics, and evolution will be a major focus of this course. We will be particularly interested in community in the urban environment, where over half of the world’s population now lives.
While humans need to live in community, we remain unique individuals. Thus, there is an inherent tension between the individual and society. That is, we as individual humans are part of a collective process by which we create our culture and society and they in turn create us. Our particular focus in this course is on the built environment as both an expression and determinant of human culture and society. We will also explore the ways in which we may make changes in the built environment to enhance community.
The following are the course-specific learning objectives. Upon successfully completing this course you will be able to
- Explain the definition and components of community [CRSE 1]
- Explain your own perspective on the social world and situate it relative to other perspectives.
This course meets the General Education Area III, Individual, Culture, and Society requirement. The general goals of this area include the ability to understand the nature and diversity of individuals, cultures and societies around the world. An exploration of behavioral, societal and cultural processes as well as the interplay among ideas, technology, and social organization forms the basis for this understanding. This understanding of diverse systems assists the student in overcoming provincialism; in developing the willingness, confidence, and sense of responsibility for making informed decisions; and in acquiring the ability to assess personal behavior and that of others.
- Demonstrate understanding of the nature and diversity of individuals, organizations, cultures, and societies. [GE 1]
- Explain how knowledge of social and behavioral processes is developed; how information is gathered, hypotheses formulated and analyzed, and theories developed. [GE 2]
- Demonstrate and reinforce foundational skills of reading, writing, communication, argumentation, and information gathering. [GE 3]
- Develop lifelong learning skills of problem solving and application of theory and methods through hands-on experience. [GE 4]
Course materials
Textbook. The following textbooks arerequired and are available for purchase in the campus bookstore:
Peter Block,Community: The Structure of Belonging.Berrett-Koehler, 2009.
Jennifer Fosket & Laura Mamo, Living Green: Communities That Sustain. New Society, 2009.
Additional readings will be placed on Blackboard.
e-instruction transmitter or “clicker”. Each student will need to have an e-instruction transmitter or “clicker.” These are available for purchase in the campus bookstore. If you already have one for another class or a previous term, you may use that one again. IPFW has a long-term contract with e-instruction, and once you purchase a “clicker” you can use it in all IPFW classes that make use of this technology throughout your college career.
BlackboardVista on eLearning. The rest of the content of this course will be delivered via the worldwide web through the course software Blackboard. This material is password-protected, and is only available to students enrolled in this course. You may access the material from any suitably equipped computer anywhere in the world. For access, you will use the student name and password assigned to you by IPFW. If you haven’t yet activated your account, or have forgotten your username or password, go to the Information Technology Services Help Desk in Kettler 206. You can also get a listing of campus computer labs there along with the hours they are open and when and where help is available. For more information, go to their website:
To access materials for this course on Blackboard, go to
If you are unsure about how to use Blackboard, the first time you access this page, go to the left side of the page and click on Documentation.. Here you will find a number of illustrateddescriptions of how to perform various tasks in Blackboard. (In addition, free short courses on how to use Blackboard are available through CASA. Check out their webpage:
If you are accessingBlackboard from off campus, click on Before you Begin and, at a minimum,Perform the Browser Tuneup to make sure that your computer is equipped to use Blackboard properly. In addition, you will need the following software:
Adobe Acrobat Reader (available as a free download)
Microsoft Word (available to students in the Bookstore as part of a Microsoft Office bargain
package for under $30)
All of this software is already installed on the computers in the IPFW labs.
On the elearninghome page, find the phrase Log into eLearningand click where it saysClick to Login. Enter your username and password and then hit Tab and Enter or click within the “Log on” box. On the next screen, click on IDIS G103. (My name appears beneath it.). Here you will access most of the course content.
Explore all of the course content. Everything is there for a reason, and that reason is to help you learn the course content. Click on whatever you like – you can’t break anything! Use the “breadcrumbs” – the words in the gray bar across the top of the screen – to navigate back, or use the drop-down navigation box at the top of the page. If you run into a problem, try using the HELP menu at the top right of the screen, or go back and look at the animated help screens on the log in page. If you have a technical problem, contact the IT Services Help Desk: Hours: Monday-Thursday: 8am-6pm, Friday: 8am-5pm, Saturday: 8am-6pm, Sunday:12noon - 10pm. Phone: 260-481-6030. Email:
Course Format and Policies / Student Resources
Keys for Success. The key to being a successful student is active, engaged learning. Pay particular attention to the essay, “Study Tips for Students” which can be found under the Resources icon on Blackboard. This essay contains valuable tips on how to be a successful student — e.g., how to read and study effectively, how to function effectively in class, how to successfully take tests. This information is based on the research of learning specialists and is proven effective.
Tutoring. Academic support is offered through tutoring. Tutoring is another strategy in active learning because it allows students to interact with a peer who has been successful in a given course. Tutoring is done at The Spot in Kettler G21. Appointments can be made by using TutorTrac @ Students can receive two hours per week per class; it’s free and partially funded by the IPFW Students Government.
Writing. Writing will play an important role in all of these courses, as it is my view that the process of writing is a crucial element of critical thinking and analysis and learning. Writing reinforces knowledge and enables you to synthesize your ideas with those you gain from lectures, discussions, your texts, and through research. You are also encouraged to rewrite your lecture notes, preferably as soon as possible after class. I encourage you to talk with me about your writing. A valuable source of help and support may be found in the WritingCenter in Kettler G19 (481-5740) where peer tutors (i.e., fellow students) can help you at any stage of the writing process. Check out the Center website at
Study Groups. I encourage you to form study groups with other students enrolled in this learning community. Many successful students report that the discussions that take place in these groups are valuable in helping them to identify and reinforce important course material. Students also say that group participation helps them to better understand the material through comparing the differing cognitive approaches of group members and the different ways the course material relates to each individual’s life. The groups can also be valuable sources of social and emotional support. In order to overcome problems of disparate locations and conflicting schedules, in this community you can easily create “virtual study groups” using the Chat function within Blackboard. You can then talk to other students in real time over the web.
Class Meetings. Class meetings will be organized on a lecture/discussion basis, with questions, comments, and discussion encouraged during all class meetings. If there is something you don’t understand, ask about it right then — don’t wait until later. A short period of time will be reserved at the beginning of each class period to answer questions and clarify issues from previous class sessions that, upon review, were unclear or confusing to you. Have your questions and comments ready. In addition, this time can be used for sharing insights into previously-covered course material based on your own experience. Class meetings will also include activities designed to help you learn course material. Ultimately, how much you learn and remember from this course is closely related to how much you can apply it to your own life. I urge you to make these connections as much as possible, and to share your insights with others.
Class attendance is mandatory, and attendance will be taken. It is important for you to be on time and to be there for the entire class period. First of all, the lectures will regularly provide information not available in the readings. Second, a major portion of everyone’s learning will come from participation in the in-class exercises, peer reviews, and discussions. Your instructors as well as other students are counting on you, so plan on being there. If you should happen to miss a class period, you should get the notes, handouts, and any other information from a classmate.
Mutual respect. Each person in this course has unique prior experiences and a unique viewpoint to share. This offers a great opportunity for us to learn from each other. Though disagreement and even conflict may occur, I expect your cooperation in maintaining an atmosphere of mutual respect. When participating in discussions, it is perfectly acceptable to have strong opinions – in fact I encourage you to do so. I also encourage you to discuss your own personal experience and relate it to that of others. In the process, however, I expect you to respect the basic intelligence and humanity of each of the other participants in the discussion. Disagreement is not necessarily a bad thing, as long as there is a commitment to mutual respect. Hateful and demeaning speech will not be tolerated. When using the web, please use appropriate Netiquette. A Guide to electronic class discussions will be found on Blackboard.
Diversity and Nondiscrimination. IPFW is committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the university seeks to develop and nurture diversity. The university believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life. IPFW prohibits discrimination against any member of the university community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation, disability, or status as a disabled or Vietnam-era veteran.
Turning in your work. All work is due on the days indicated in the course Calendar on Blackboard. Being absent from class is no excuse for not turning in your work. Experience shows that students who procrastinate frequently produce inferior work and may have trouble completing their courses. Always keep a copy of everything you turn in. Do not delete any of the work you do this term, and keep all returned work until you receive your final grade at the end of the term.
Plagiarism. Among other things, plagiarism is putting your own name on someone else’s work without acknowledging that you have done so. While I encourage you to discuss assignments among yourselves – including possible answers – I expect each student to do his/her own work when it comes to writing down the final answer or doing a paper and turning it in. Copying someone else’s work without attribution is not acceptable. Not only is it intellectually dishonest, but you ultimately cheat yourself out of your own educational experience because learning comes from the process.
What you’ll be expected to do
Come to class and participate. Beginning with the second week of class, attendance will be taken at each class session. Your presence is vital not only for your own learning, but that of your classmates as well. Moreover, your active participation in class is expected, particularly on in-class games and exercises, some of which may be evaluated for a grade.
(Learning objectives met: SOC #1, 4, 5; CRSE #1)
Participate in electronic discussions. For each unit of the course, I will pose a series of questions on an electronic bulletin board within the course. The discussions are threaded, so that you can respond directly to my question or to the posting of a classmate. You are encouraged to read all of the postings and to engage in an electronic dialogue about the issue. You will be required to read a certain minimum number of postings. In addition, you will be required to post at least 20 substantive messages of your own – 4 in the first unit of the course, 4 in the second unit, 6 in the third unit, and 6 in the fourth unit. A substantive comment is at least a paragraph long and adds information, analysis, or argumentation to the discussion. Comments such as “I agree.” or “That’s so true.” are not substantive. You are still encouraged to make comments like this when appropriate, they just will not count toward your grade. For further information on how to do discussion postings, see the link “Guide to electronic class discussions” on the organizer pages for both Unit 1 and Unit 2.
(Learning objectives met: SOC #1, 3, 4, 5; CRSE #2)
Short papers
Quizes?
Write the final paper. The final paper will require you to summarize important parts of the course and explain them to someone else. The paper will be expected to be 3-4 pages long, single-spaced with double spaces between paragraphs. Guidelines for this paper will be made available on the Unit 4 page in Blackboard. This paper will be due at the end of this course on the date posted on the Blackboard calendar. Late papers may be subject to downgrading.
(Learning objectives met: SOC #1, 4, 5; CRSE # 1, 2)
How you’ll be graded
Attendance. Attendance will count as 13% of your final course grade. Each unexcused absence will lower your attendance grade 10 points, or about one letter grade. In special circumstances, and with instructor permission, you may be permitted one excused absence with no penalty. Each absence after one excused absence, for whatever reason, will lower your attendance grade 10 points.
Participation in electronic discussions. Your participation in the electronic discussions will be graded on two criteria: (1) the percentage of total postings that you read, and (2) the number of substantive comments for each unit. You are encouraged to reply both to my prompts and the postings of other students. Every comment which in the opinion of the instructor is substantive will count. I will not grade you on the content of your opinion or experience. Participation in e-discussions will count as 21% of your final grade.
Final Paper. The paper will count as 12% of your final grade.
Grading Criteria:
90-100 Outstanding use and application of course materials; comprehensive coverage
80-89Above-average use and application of course material, but some details are lacking
70-79Appropriate use & application of course materials, but significant gaps/omissions exist
60-69Some effort made to use course materials, but major flaws are present
≤ 59Missed the point altogether or misunderstood the assignment substantially
Grading Summary:6 workbooks @ 7% each =42% of final grade
Participation in e-discussions = 21% of final grade
Class attendance = 13% of final grade
Final paper =12% of final grade
Reports on3 extracurricular
academic activities @ 4% ea =12% of final grade
100%
Final grades for the course will be assigned according to the following scale:
A=93% –100%C=73% – 76%
A-=90% – 92% C-=70% – 72%
B+=87% – 89%D+=67% – 69%
B=83% – 86%D=63% – 66%
B-=80% – 82%D-=60% – 62%
C+=77% – 79%F=59% & below
There will be no curve, and no extra-credit work.
What I will do
Take responsibility for organizing the syllabus and the general design of the course so that students learn practical skills they can apply to their lives.
I’ve had the time and training to think about this topic, so it’s appropriate that I take the lead. Your input, however, is always welcome.
Be enthusiastic, knowledgeable, and organized.
Within reason, of course. Instructor enthusiasm is highly correlated with student learning. And, as you’ll see, I’m really excited about sociology in general and this course in particular. I really want you to learn this material because I’m convinced it’s useful and valuable in living your life.
Take responsibility for creating a safe, productive, and fun learning environment.
Classes that involve a lot of participation can be anxiety-provoking for many students. Will someone (me?) say something embarrassing or confrontational? Will conflict occur? What happens if the class gets off on some unproductive tangent? What if I don’t find other students’ contributions useful or educational? These are all concerns for which I, as instructor, take ultimate responsibility. I promise to respect each individual’s viewpoint, if sincerely offered, and to cultivate this respect in others. And there’s no reason learning can’t be fun, is there?